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Gendering higher education quality assurance: a matter of (e)quality
Quality in Higher Education Pub Date : 2020-06-10 , DOI: 10.1080/13538322.2020.1769268
Eva Benito 1 , Tània Verge 2
Affiliation  

ABSTRACT

Gender equality goals for higher education are found in all national legislations. This notwithstanding, quality assurance conceptual frameworks and practitioners’ work in the European Higher Education Area have tended to be gender-blind and thus remained disconnected from gender equality concerns. Focusing on the policy innovations recently introduced by the Swedish and the Catalan quality assurance agencies, the article addresses two intertwined questions, namely what does a gender-sensitive quality assurance framework look like and how to contextualise quality assessments within the gendered dynamics that pervade the work and study environments of higher education institutions. These two case studies show that gendering quality assurance can stir an institutional self-redefinition in contributing to embedding the gender perspective in their quality culture. Although mainstreaming gender in the operation of higher education institutions and in the design and implementation of their programmes entails a gradual learning process, external assessments constitute an accelerating incentive.



中文翻译:

性别平等高等教育质量保证:质量问题

摘要

所有国家立法都规定了高等教育的性别平等目标。尽管如此,欧洲高等教育区的质量保证概念框架和从业人员的工作往往是性别盲的,因此与性别平等问题脱节。重点关注瑞典和加泰罗尼亚质量保证机构最近推出的政策创新,本文解决了两个相互交织的问题,即对性别敏感的质量保证框架是什么样的,以及如何在遍布整个工作的性别动态中对质量评估进行情境化和高等教育机构的学习环境。这两个案例研究表明,性别平等质量保证可以激发机构的自我定义,从而有助于将性别观点纳入其质量文化。尽管将性别观点纳入高等教育机构的运作以及其方案的设计和实施的主流需要逐步学习,但外部评估却是一个加速的诱因。

更新日期:2020-06-10
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